输入、输出频次对英语韵律特征习得的作用

The Output and Input Frequency Effects on L2 Acquisition of English Prosodic Features

本文报告了频次对学习者英语韵律特征习得作用的研究。16位大学生被随机分成4组,要求受试者以不同频次倾听8位本族语者的对话,随后要求他们以不同频次朗读所听内容,每组的输入频次与朗读频次呈反比。结果发现,输入频次对学生韵律结构习得的影响显著,而输出频次的作用不显著;输入和输出频次对重音(核心焦点)及音调的作用均未产生显著差异;学习者对信息焦点、句末报告短语、位于句末的时间/地点状语和呼语等韵律特征的习得难度最大。研究说明,"熟能生巧"应该关注如何"熟",而不应仅单纯地增加输入或输出频次。研究结果给我们的启示是,应该加强英语韵律特征的显性指导。

This paper reports a study in which 16 college students as L2 learners of English classified into 4 groups were asked to listen at different times to 8 dialogues read by a native speaker and to read the dialogues at different times afterwards followed by interviews.Results show that input frequency does have a positive effect on Chinese EFL learners' prosodic segmenting,while output frequency doesn't;there is no significant difference between input/output frequency and intonation focus;no significant difference between input/output frequency and tones was found in the present study.Nucleus placement(information focus),listing,vocatives,and adverbials of time and place at the end of an intonation unit seem to be the most difficult features for Chinese EFL learners to acquire.Possible reasons were also explored,which suggest that explicit instruction should be given to the students in order to raise their awareness and to help them realize the stress rules and tone patterns of English.